Year 8 Homework BookletSpring Term 1

Name …..........................................

Tutor Group ….................................

“An investment in knowledge pays the best interest.”Benjamin Franklin

Homework matters

At The Carlton Academy we believe that completion of meaningful homework is vital to the success of our students. GCSE courses have

changed, moving away from coursework, controlled assessments and modular exams, and placing a greater emphasis on exams taken at

the end of the course. In light of these changes, it is vital that we support our students to become independent learners, starting in key

stage 3.

It isn’t the just the work completed in lessons that will decide our students’ GCSE results. They need to spend time independently honing

their knowledge and skills required for success. The benefits of learning to study independently stretch beyond just academic success.

Our students will develop skills of self-motivation, organisation and time management that will benefit that in many walks of life in the

future.

The research into homework and how students learn effectively show that short frequent knowledge-learning tasks, with an emphasis on

self-quizzing will yield the greatest success for our students. In this booklet you will find descriptions of techniques and the resources

needed to successfully build a solid base of background knowledge. Completing this vital preparatory work at home allows more time in

lesson to be spend applying knowledge and in creative learning activities.

How to use this booklet

This booklet contains knowledge organisers for each subject. These summarise the background knowledge necessary to be successful in

the subject. In each subject you will receive homework each week to practice self-quizzing, using the knowledge organisers. You should

spend 30 minutes per week for English, Maths and Science and 30 minutes per fortnight for other subjects. All work is to be done in your

prep book. The prep books will be checked each week. Below are some activities that you can choose to do. It is very important that

you do not just copy the information from your knowledge organiser into your prep book.

Red pen, black pen.

Study a section of your knowledge organiser and try to

remember it.

Cover the knowledge organiser and write what you can

remember in your prep book in blue or black pen.

Check your knowledge organiser and add anything that

you had forgotten in red pen.

Repeat with a different section of the knowledge

organiser.

Questions and answers.

Use your knowledge organiser to write a list of

questions in your prep book.

Cover your knowledge organiser and write the answers

in your prep book.

Check your answers and correct any that you got wrong

with a red pen.

Revision clocks.

Study a section of your knowledge organiser and try to

remember it.

Cover the knowledge organiser and write what you can

remember in the first section of your revision clock.

Check your knowledge organiser and add anything that

you had forgotten.

Repeat with a different section of the knowledge

organiser.

Completing a whole clock is likely to take more than 1

homework session.

Flash cards.

Study a section of your knowledge organiser and try to

remember it.

Cover the knowledge organiser and write what you can

remember on to a flashcard.

Check your knowledge organiser and add anything that

you had forgotten.

You can give the flashcards to an adult so that they can

quiz you. Ask them to write in your knowledge

organiser to say that this has been done.

If you choose to make flashcards you must bring these

to school in your folder to show your tutor.

Below are some guidelines for producing effective

flashcards.

Use colours to represent different things (e.g. red is

for ideas you might forget, green for explanation,

blue for statistics);

Don’t use full sentences;

Underline keywords and spellings;

Use images if they help you to remember;

Text to pictures.

Study a section of your knowledge organiser and draw

pictures/diagrams to help you to remember what you

are reading, on a piece of paper.

Cover the knowledge organiser and, using only your

diagrams as prompts, write what you can remember in

your prep book.

Check your knowledge organiser and add anything that

you had forgotten.

Languages practice.

For French and Spanish you should use your knowledge

organisers to write sentences using key vocabulary.

Use the sentence structures and vocabulary lists

provided.

Practice the sentences with a family member or a friend.

A5 revision cards.

Study a section of your knowledge organiser and

try to remember it.

Cover the knowledge organiser and write what you

can remember into a section of the diagram.

Check your knowledge organiser and add anything

that you had forgotten.

Copies of resources can be collected from the library.

There is one subject that is excepted from this, Art. For Art students need to independently practice the skills that they

are learning in lessons. Art teachers will set separate homework tasks and Art knowledge organisers are provided in this

booklet to assist in the completion of these.

The tables below are so that you can see the subjects that you need to produce homework for each week. It is up to you to decide on

which day you will complete the work for each subject. Once you have completed this ask a parent or carer to sign it off. It will be

checked at school.

Week beginning 7 January 2019 (week 1)

Subject Day completed Signed (home)

English

Maths

Science

Geography

Philosophy, religion and ethics

Art

Drama

French or Spanish

Signed (school)

Week beginning 14 January 2019 (week 2)

Subject Day completed Signed (home)

English

Maths

Science

History

Technology (D and T, Food,

Business, IT)

Music

PE

Spanish (8x1 and 8x2) or Reading

Signed (school)

Week beginning 21 January 2019 (week 1)

Week beginning 28 January 2019 (week 2)

Subject Day completed Signed (home)

English

Maths

Science

Geography

Philosophy, religion and ethics

Art

Drama

French or Spanish

Signed (school)

Subject Day completed Signed (home)

English

Maths

Science

History

Technology (D and T, Food,

Business, IT)

Music

PE

Spanish (8x1 and 8x2) or Reading

Signed (school)

Week beginning 4 February 2019 (week 1)

Week beginning 11 February 2019 (week 2)

Subject Day completed Signed (home)

English

Maths

Science

Geography

Philosophy, religion and ethics

Art

Drama

French or Spanish

Signed (school)

Subject Day completed Signed (home)

English

Maths

Science

History

Technology (D and T, Food,

Business, IT)

Music

PE

Spanish (8x1 and 8x2) or Reading

Signed (school)

Accelerated reader

You develop reading skills most effectively when you read appropriately challenging books – difficultenough to keep you engaged but not so difficult that you become frustrated. Your Accelerated Readerbook levels give you a massive range of books to do just this.

Get ahead and quiz as soon as you finish your book. You can quiz from home – you don’t need towait for your next lesson! To do this you need to follow the links through the login section of TheCarlton Academy website. Your log sheet will be updated for you.

Rewards! Rewards! Rewards!

Receive a prize for reaching your

target points

Earn achievement points as you read

Become an Accelerated Reader word

millionaire!

The winning house will be rewarded

each week

‘The more that you read, the more things you will know. The more that you learn, the more

places you’ll go.’ Dr Seuss

Art

Mark MakingThe different

lines, patterns

and textures

used in a

piece of Art.

Many Art

materials can

be used to

produce this.

FuturismThis is the Art Movement we

will be studying this term in

Art.

Artist Questions (Use Art

terms and always write in

full sentences)-

What is successful about

the work?

How is colour used?

Use of the formal

elements?

Art

Business

The Marketing Mix

Design and TechnologyPlastics

Woods

Manufactured Boards

• Self finishing. No need to sand/paint/varnish.• Can be made into complex shapes due to wide range

of moulding/forming processes.• Readily available• Large environmental impact• Not biodegradableThermoplastic – Plastic that can be heated and re-moulded.Easy to recycle.Thermosetting Plastic – Plastic that can be heated to mould, but not reheated.Can’t be recycled.

Hardwood – usually obtained from deciduoustrees, which lose their leaves in autumn.

• usually grow in warmer more humid climates, mainly in South America and Asia

• grow slowly (80+ years)

• are more difficult to sustain than softwoods

• are more expensive than softwoods

• are strong and hardwearing.

Forest Stewardship Council works to improve forest management worldwide.

The FSC trademarks provide a guarantee to consumers that the products they buy come from responsible sources.

Softwood – usually obtained from coniferoustrees, which keep their leaves in winter.

• usually grow in colder climates and are mainly grown in Scandinavia and Northern Europe

• grow thin, needle-like leaves

• grow relatively quickly (30 years)

• are easier to sustain than hardwood trees

• are easy to cut and shape

• are usually cheaper than hardwoods.

Made from the waste sections of felled trees – the parts which are of little use as planks. The wood is reduced to pulp, particles or thin strips and bonded together using special adhesives or resins.• come in sheet form (usually 1.2 x 2.4m)• are extremely stable and of uniform thickness• are less expensive than laminating planks of timber• can be covered with veneers• are available in a variety of thicknesses (3, 6, 9, 12,

15, 18, 22mm etc).

Non-Renewable Resources

Raw materials that come from non-renewable (finite) resources that are in limited supply. Examples of these include oil, ores and minerals. They are natural materials but they will eventually run out.

Renewable Resources

Renewable means we can create more as long as they are regrown or replaced. Examples include timber (wood/card/paper) or cotton etc. Timber that carries the FSC logo is renewable as it is replanted.

SustainabilityThe products we manufacture are consuming the Earths resources at an alarming rate.

Sustainability refers to products that have been designed and made to have a lesser impact on the environment. Responsible designers and companies modify design ideas to ensure that sustainability issues are taken into account when choosing materials, processes and finishes.

Materials fall into two categories:

Carbon FootprintEvery product we manufacture has a carbon footprint due to the CO2 released during the products life cycle. The carbon produced has a serious impact on our global warming and companies can reduce this impact by limiting their use of fossil fuels, energy consumption and designing for reuse or recycling.

Further information can be found on www.technologystudent.com

Fibres

Making fabrics

Natural fibres

Tiny ‘hairs’ that are spun into yarns – the threads that are woven or knitted into fabrics.

• Fibres come in lengths – short = staple fibres and long = filaments.

• Yarns made from filaments are smooth• Yarns made from staple fibres tend to be ‘hairier’.• Yarns are available in different thicknesses:

- 1-ply = single yarn- 2-ply = two yarns twisted together- 3-ply = three yarns twisted together

Woven – interlacing two sets of yarns.

Knitted – interlocking one or more yarns together using loops.

Bonded – non –woven ‘webs’ made of synthetic fibres glued or melted together.

Fibres obtained from natural sources (plants and animals). Harvested and processed before being spun into yarn.• Come from renewable sources (always produce more)• Sustainable. • Biodegradable• Often recyclable. • Absorbent and strong when dry• Poor resistance to biological damage e.g. moths and

mould.

Wool:• From a sheep’s fleece – sheared, cleaned, washed

(scoured) and combed (carding).LINEN:• From the stalk of a flax plant – remove the seeds, loosen

the bark (retting), remove the bark (scutching), carding.COTTON:• From the seed pods of the cotton plant – treated with

chemicals, cleaned, seeds removed, carding.SILK:• From the cocoon made by silk worms – soften the gum

by soaking in warm water, the filament is then unwound (reeling).

FIBRE PROPERTIES USES

Nat

ura

l Fib

res

Wool Good: warm and absorbent Bad: can shrink when washed and dries slowly

Woven in Jumpers and dresses

Linen Good: strong and hard-wearingBad: creases and high flammability

Woven in trousers and summer suits

Cotton Good: absorbent and comfortableBad: creases and high-flammability

Woven in T-shirts and socks

Silk Good: strong and smoothBad: doesn’t wash well and weak when wet.

Woven in ties and shirts

Syn

thet

ic F

ibre

s

Polyester

Good: cheap and resists creasingBad: not absorbent

Knitted in sportswearWoven in bedsheets

Nylon Good: strong and hard wearingBad: damaged by sunlight and not absorbent

Knitted in sportswear and clothing

Acrylic Good: elastic and warmBad: not very absorbent and high flammability

Knitted in jumpers

Elastane(LYCRA)

Good: lightweight and extremely elasticBad: not absorbent and high flammability

Mixed with other yarns to give stretch

Synthetic fibresMan-made fibres made from polymers that come mainly from coal or oil.POLYESTER, LYCRA, ACRYLIC (coal):• Crude oil is heated to separate the chemicals, some

of the chemicals are made into polymers, polymers are melted to form a liquid, it’s then cooled to form long filaments that are turned into yarn.

NYLON (oil):• Coal is heated in a container to make a sludge called

coal tar, the chemicals are turned into monomers which are used to form filaments and turned to yarn.

Design and Technology

Design and Technology - Food

Eatwell Guide

Temperatures to store food and cook food0-5 degrees- fridge temperature -18 degrees freezer temperature Food is said to be cooked and bacteria killed at 75 degrees for 2 minutes

Shapes used in the flow diagram What needs to be included in the plan Equipment Method Hygiene Safety What is included in the mise en place

Sustainable Protein

Planning in food

Seasonality in foodSeasonality of food refers to the times of year when a given type food is at its peak, either in terms of harvest or its flavour. This is usually the time when the item is the cheapest and the freshest on the market. The food's peak time in terms of harvest usually coincides with when its flavour is at its best.

Further information can be found on www.foodafactforlife.org.uk

Food Storage Top Shelf - It is best for pre-prepared foods such as yogurt, cheese and sauces. Store cooked meat and leftovers in sealed containers on the shelves underneath.

Bottom shelf -Keep raw meat, fish and poultry in its sealed packaging, or place it in sealed containers and store on the bottom shelf.

Door racks - The door racks are a good place for eggs, condiments, jam and fruit juice.

Instructions

Start/ Finish

Decision

diamond

Yes

No

By 2050 animal proteins are thought to be extinct Alternative proteins have been considered like crickets, soya and mealworms Crickets have been turned into flour and is gluten free but provides proteins

Carbohydrates- They need to be wholemeal and starchy so they are slowly realised to give us energy. Proteins- This is needed for growth and repair you should have at least 2 portions of fish a week and eat less processed proteins. Dairy and Fats- This helps with strong bones and teeth. Fats help protect your vital organs. You need to choose low fat products Fruit and vegetables- 5 portions of fruit and veg should be eaten each day. This helps get all your vital vitamins. Oil and spreads- Choose unsaturated options and ensure only small amounts are eaten.

Drama

SubtextUnderstanding ‘Subtext’The hidden meaning that lays beneath the play’s text that the actor communicates and suggests through their vocal and physical skills

Climax/ Anti Climax

Understanding Climax/ Anti Climax

The The use of climax and anti-climax (the building and releasing of tension) in a drama is crucial, as it creates a sense of expectation in the audience.

We can become incredibly tense as we wait to see what's going to happen in a play, and then we're relieved when things turn out well. It all adds to an interesting experience.

StructureUnderstanding what is meant by a ‘play’s structure’The Structure of a play relates to ‘facts’ about its ‘shape’. Imagine the structure of a play to be like a brick wall where each part fits together to make a ‘bigger something’. Apply the answers to the following questions to the play you are studying and all have a DEFINITE ANSWER that relates to ‘structure’ /‘shape’.

How many scenes are in the play?Which is the shortest/ longest scene?Which character has the largest / smallest part?Which characters always/ never appear with each other?Which is the most/ least popular location for a scene?

English

English

French

MODULE: MON COLLEGE (MY SCHOOL)

Comment s’appelle ton

collège?

What is your school’s name?

Où est ton collège?

Where is your school?

Tu fais quelle(s) matière(s)?

What subjects do you study?

Quelle est ta matière

préférée?

Which is your favourite

subject?

Tu commences à quelle

heure?

At what time do you start?

Tu finis à quelle heure?

At what time do you finish?

KEY QUESTIONS

French

GRAMMAR

MODULE: MON COLLEGE (MY SCHOOL)

Quelles sont les differences entre ton

collège et un collège en France?

What are the differences between your

school and French schools?

Décris ton uniforme

Describe your uniform

Parles moi des règles dans ton collège

Talk to me about the school rules

KEY QUESTIONS

French 8x1 and 8x2

Où habites-tu?/Tu habites

où?

Where do you live?

Où voudrais-tu/aimerais-tu

habiter?

Where would you like to live?

Décris ta maison? /C’est

comment chez toi?

Decribe your house / How is

youi house?

Comment et où serait ta

maison de rêve?

How and where would be

your ideal home?

Tu te lèves/reveilles/couches

à quelle heure?

At what time do you get up,

get ready, go to bed?

MODULE: CHEZ MOI CHEZ TOI (MY HOUSE YOUR HOUSE)VOCABKEY QUESTIONS

French 8x1 and 8x2

GRAMMAR

MODULE: CHEZ MOI CHEZ TOI (MY HOUSE YOUR HOUSE) Tu habites une grande ou une

petite maison?

Do you live in a big or small house?Tu aimes ta maison?/ Tu aimes là où tu habites?

Do you like your house? Do you like where you live?Où est la cuisine? Où sont les chambres?

Where is the kitchen? Where are the bedrooms?Comment et où serait ta maison de rêve?

How and where would be your ideal home?

KEY QUESTIONS

HistorySuffragettes end of unit knowledge test

1. What was the role of a woman in the early 1900s? (2) Wife and mother

2. What does WSPU stand for? Women's Social and Political Union

3. What did the Suffragettes want? (2) Women to have the vote and be treated as equals to men

4. Who was the leader of the Suffragettes? Emmeline Pankhurst

5. Name three methods used by the Suffragettes (3). Attacking private property, blowing up post-boxes, cutting telephone wires, going on hunger strike

6. What happened to women that went on hunger strike in prison? They were force fed

7. Which major event led to a pause in Suffragette campaigning? World War 1

8. How did the First World War affect attitudes towards women? Gave women the opportunity to work and show society they could achieve the same results as men

9. What happened to Emily Davison? She was killed by a horse during the Epsom Derby

10. What year did women gain equal voting rights with men? 1928

World War One end of unit knowledge test 1. Which 3 nations formed the Triple Entente? (3) Britain, France and Russia2. Which 3 nations formed the Triple Alliance? (3) Germany, Austria-

Hungary and Italy3. What was the purpose of an alliance? To prevent war4. What impact did alliances have? Dragged more countries into war5. What does militarism mean? To build up military forces6. What does imperialism mean? To build an empire7. Who was assassinated in June 1914? Archduke Franz Ferdinand 8. Who was responsible for the assassination? Serbian nationalists9. Where did the assassination happen? Sarajevo, Bosnia10. In which country did most of the fighting take place? France11. What was the name of the disease which soldiers caught from the muddy

trenches? Trench Foot12. What was the name for the emotional suffering men faced during/after

war? Shell Shock13. How were men treated if they refused to fight? (3) Public humiliation,

physical abuse or imprisonment14. Which weapon became one of the main killers during WW1? Machine

guns15. What year did the Battle of the Somme take place? 191616. Why did the Battle of the Somme happen? To take pressure off the

French army at Verdun17. How many men were injured or killed during the Battle of the Somme?

1.2 million18. How much land was gained? 5 miles19. Why were Haig’s tactics during the Battle criticised? Outdated 20. World War One was the first ‘total war’. Explain what this means. All

aspects of life affected21. When did the government introduce compulsory rationing? Name two

items that were rationed at this time (3) January 1918, jam, tea, bacon, sugar, butter

22. What nickname were female munitions workers given and why? Canary girls, the TNT turned their skin yellow

Geography

ITESafety

Here are five ways to spot phishingattacks.o The email asks you to confirm personal

informationo The web and email addresses do not

look genuineo It’s poorly writteno There’s a suspicious attachmento The message is designed to make you

panicWhen in doubt, throw it out: Links inemails, social media posts and onlineadvertising are often how cybercriminalstry to steal your personal information.Even if you know the source, if somethinglooks suspicious, delete it.

The Internet Watch Foundation (IWF)is the UK hotline for reportingcriminal online content such asCSA/CSE content hosted anywhere inthe world.

This is the advice/safety centre of theChild Exploitation and OnlineProtection Centre (CEOP) where youcan also make an online report.

MeasuresMathswatch G20, G21, G22, G23, G24 and G25

Maths

Learn and apply the following formulae.𝑃 = 𝑝𝑒𝑟𝑖𝑚𝑒𝑡𝑒𝑟, 𝐴 = 𝐴𝑟𝑒𝑎/𝑆𝑢𝑟𝑓𝑎𝑐𝑒 𝑎𝑟𝑒𝑎 𝑎𝑛𝑑 𝑉 = 𝑣𝑜𝑙𝑢𝑚𝑒

Geometrical ReasoningMathswatch- G16, G17, G18We use angle facts to find missing angles. You must learn and quotethe angle facts as they will be worth marks onyour exam.

𝒊𝒏𝒕𝒆𝒓𝒊𝒐𝒓 𝒂𝒏𝒈𝒍𝒆𝒔 𝒊𝒏 𝒂 𝒑𝒐𝒍𝒚𝒈𝒐𝒏 = 𝒏 − 𝟐 × 𝟏𝟖𝟎°

Equations, formulae expressions and identitiesMathswatch A8, A9, A10, A18 and A19Expand and simplifyMultiply out brackets and simplify where possible

Factorise

Solve

Hintcheck your solution by substituting it into the original question

Two numbers which add to 7 and multiply to 10

Maths

Mathswatch login

Username: A0…@carlton

Password: password

Music

Musical Notation- You will be expected to try and notate some of your ideas – this diagram will help you.

Play an octave higher

Play an octave lower

Black note on theleft (flat)

Black note on theright (sharp)

Crescendo (gradually getting louder)

Decrescendo (gradually getting quieter)Loud (forte)

Notes on the lines = EGBDF (from bottom to top)Every Greedy Budgie Dies Fat!

Quiet (piano)

Notes in the spaces = FACE (from bottom to top)

Call & Response • A musical ‘conversation• Normally the leader plays

a musical phrase which is then ‘answered’ by a group playing a phrase.

• The group can repeat what the leader has played, or can answer with a slightly shorter, new phrase.

• Often found in world music, percussion or vocal music

Binary Form• A piece of music with 2

distinct sections.• Both sections are usually

repeated.• Popular during the Baroque

period (1600-1750) for the keyboard.

• Traditionally, section A would have started in one key and ended in another 5 notes higher. Section B

would then mirror this.

Ternary Form• A piece of music with 3

distinct sections.• Section 1 and 3 are the

same, section 3 is normally shorter. The middle section is different.

• The middle section will contrast by tonality, key, texture or timbre.

Rondo Form• The main theme

alternateswith one or more

contrastingthemes.

• Traditionally used in Baroque

and Renaissance music.

A B

I (C) V (G) V (G) I (C)

A B A

Main theme

New theme

First theme

(shorter)

A B A C A

1st

ideaNew idea

1st

ideaNew idea

1st

idea

PE

Heart rate = The number of times the heart beats per minute (bpm)Average healthy heart = 60-70bpm

Recovery rate = The time it takes for your heart rate to return to resting

A circuit is a number of exercises arranged in a loop.Each exercise is called a station.The number of repetitions are recorded at each station.

Intensity = How hard you train.You can increase intensity by adding more stations, decreasing rest time, increasing time and more repetitions.

Health = ‘A state of complete PHYSICAL, MENTAL and SOCIAL wellbeing.’Fitness = ‘The ability to meet the demands of the ENVIRONMENT and LIFESTYLE and still have energy left for emergencies.’ Muscles of the body

The Bleep Test measures your aerobic fitness

Components of HEALTH Related Fitness• Cardiovascular endurance - The ability to continue exercising with

oxygen for a long period of time without tiring.• Muscular endurance - The ability of a muscle or muscle group to sustain

repetitive contractions over a period of time.• Speed Strength - The force muscles exert when - The ability to get from

A to B quickly.• they contract• Flexibility - The range of movement at a joint• Body composition - The capacity to carry the right amount of fat and

muscle tissue in the body

Components of SKILL Related Fitness• Coordination - Ability to move two or more body parts accurately and

smoothly in response to stimuli from the senses.• Reaction time - Amount of time it takes for a performer to initiate

movement after the presentation of a stimulus.• Agility - Ability to change the body direction or part of the body quickly.• Power - Is a con=mbination of strength and speed – is to contract our

muscles with speed and force in one explosive act.• Balance - Ability of the performer to retain their centre of mass over their

base of support

Carotid pulse Radial pulse

PE

Key SkillsDribbling - Head up/Spread fingers and fingertips/Bounce the ball waist heightChest Pass - ‘W’ grip/Step/Chest to chest/Follow Through/Short distanceBounce Pass - ‘W’ grip/Step/Chest to chest/Follow Through/Bounce before player/Short distanceSet Shot - Knees bent/Dominant foot slightly in front of the other/Strong hand at bottom/Supporting hand on the side/Elbow at 90 degreesLay up - Strong hand at bottom/Supporting hand on side/Keep it high/Right hand dribble, step right, jump left, aim for top right corner of box/Left hand dribble; Step left, jump right, aim for top left corner of boxPivoting/Jump Shot - Landing on alternate feet - first foot to land is the static pivoting foot landing on simultaneous feet – either foot can become static pivoting foot/ can be used at the end of a dribble or when receiving a pass. On the move – release ball before the third step.

Scoring System

3 points - Are awarded if the ball is successfully shot through the hoop from behind the three-point line.

2 points - Are awarded if the ball is successfully shot through the hoop from inside the three-point line

1 point - If a free attempt to shoot is converted after a foul is committed.

Main Rules1. The game consists of 2 team with 5 players on a court.2. Aim is to score as many hoops, shooting through the hoop, as you can in

the time allocated.3. Players cannot travel with the ball or perform a double dribble.4. Players cannot hold the ball for longer than 5 seconds5. If the ball goes out of play then a side line ball is taken by the opposite

team.6. Once the offense (attacking team) has brought the ball across the mid-

court line, they cannot go back to their own half during possession.7. Fouls are given for hitting, holding or pushing an opponent.8. If a player fouls the shooter, then 1-3 free throws can be awarded (each

1 point).

Key Words/Phrases

Triple Threat Position - Knees bent/hands positioned on ball so ready to shoot/head up/can dribble, pass or shoot from here

Attacking - Dribble into space/screen defenders/dribble out wide and quick inward passes/drive towards ball to receive pass losing defender/overload zone defence

Defending - Man to man/knees bent/back straight/head up/arms out/watch opponents belly-button. Zone marking/ team defence around the key/take up positions around key when possession is lost

Rebounding - Involves maintaining possession after a shot is taken. The team who has the most number of rebounds after the game has more shot attempts and chances to score.

Offense - The chance that the team has a shot at the basket and scoring

Defence - This is the prevention of a scoring opportunity or possession intervention.

Basketball

Photography

Photography

PRE

Conflict: disagreement between groups or people, or violence between individuals or groups. Terrorism: the unofficial use of violence or the threat of violence in the pursuit of political aims.Jihad: struggle’ in Islam. This could involve a war, fought according to very specific rules (Lesser Jihad), or an internal struggle (a struggle within yourself to be a better person- Greater Jihad)Greater Jihad: involves bettering yourself and becoming a better Muslim through helping others and worshipping God (e.g. salah).Just War: a set of rules to make sure that a war is fought for the right reasons (justly)Extremism: opposition to fundamental British values’ including democracy, individual freedom and the law. Fundamentalist: someone who holds a very strict interpretation of a religious text. Many fundamentalists are very peaceful and do not use violent methods.Forgiveness: pardoning someone for the offence against you and moving on.Reconciliation: where people set aside their differences to reach a peaceful conclusion.

Key Words

Since 9/11On 11 September 2001, terroristshijacked four aeroplanes anddeliberately flew them into targets inthe United States of America. Theseacts of terrorism killed almost 3,000people and triggered the subsequentconflict in Afghanistan.

Facts and figures

4 hijacked planes

19 hijackers

2977 people died

343 firefighters killed

Victims aged from 2-85

75% of victims were men

Science

Plants• Plants and algae are producers – they make their own food by

photosynthesis.• Photosynthesis: carbon dioxide + water glucose + oxygen• Photosynthesis takes place in chloroplasts. • Chloroplasts contain chlorophyll, which traps light needed for

photosynthesis.• Stomata allow gases to enter and leave the leaf. • Guard cells open the stomata during the day and close them at night.• Water enters the plant through the root hair cells before traveling up xylem

tubes in the stem to reach the leaf.

Respiration• Aerobic respiration: glucose + oxygen → carbon dioxide + water (+ energy)• Respiration takes place in the mitochondria of our cells. • When we don’t have enough oxygen or we need energy really quickly, we

use anaerobic respiration (respiration without oxygen in animals): glucose →lactic acid (+ energy)

• Aerobic respiration is better than anaerobic respiration because it produces more energy per glucose molecule and it does not produce lactic acid (which causes cramps).

• Micro-organisms also use a type of anaerobic respiration called fermentation. Fermentation: glucose → ethanol + carbon dioxide (+ energy). Yeast uses fermentation to make bread ,beer and wine.

Animals• Herbivores only eat plants. • Omnivores eat plants and animals. • Carnivores eat only meat. • A predator is an animal which eats another animal.• A prey is an animal which is eaten by another animals. • The number of animals or plants of the same type that live in the same

area is called a population. • An ecosystem is the name given to all the animals and plants that live in

a particular location.• A habitat is the area they live in. • A niche is a particular place or role that an organism has within an

ecosystem.

Science

• A mixture is made up of substances that are not chemically joined together. • A pure substance has a precise melting point. An impure

substance does not.• A solution is a mixture of a liquid with a solid or gas. • The substance that dissolves is called the solute. • The liquid in which the solute dissolves is called the

solvent• A saturated solution is a solution in which no more solute

can dissolve.• The solubility of a substance is the mass that dissolves in

100g of water at 25oC.• Soluble means the solute can dissolve in the solvent.• Insoluble means the solute cannot dissolve in the solvent.• Filtration separates a liquid from an insoluble solid. • The part which passes through the filter paper is called the

filtrate. • The part that is left behind on the filter paper is called the

residue. • You can separate a solute from its solution by evaporation• You can separate a solvent from its solution by distillation. • You can separate substances in a mixture by

chromatography if all the substances are soluble in the same solvent. • The more soluble the substance the further up the

chromatogram it goes. • Rf = distance moved by substance / distance moved by

solvent front.

Mixture Compound

Are its substances joined together?

No Yes- atoms of its elements are

chemically joined together

What are its properties? The substances in the mixture

keep their own properties A compound has different properties

to those of its elements

Is it easy to separate? Yes You need to do chemical reactions to

split a compound into its elements How much of each substance

does it contain?

You can change the amounts

of substances.

The relative amounts of each

element cannot change.

Chromatography

Distillation

Chromatogram

Filtration

VOCABULARYMÓDULO: ORIENTATE (JOBS & FUTURE PLANS)

Spanish

Spanish

GRAMMARKEY QUESTONS

¿Qué trabajo tienes?What job do you

have?

¿En que consiste tu trabajo?What does your job consist

of?

¿Cómo es tu jefe? What is your boss

like?

¿Cómo son los clientes?What are the customers like?

¿Cómo es tu trabajo?What is your job like?

¿Cómo va a ser tu futuro?What is your future going to

be like?

¿Cómo es un díatípico?

What is a normal daylike?

¿Cuáles son tus ambicionespara el futuro?

What are your futureambitions?

MÓDULO: ORIENTATE (JOBS & FUTURE PLANS)

Tener que + infinitive

Tengo que = I have to

Tenemos que = we have to

Tienes que = you have to

Tenéis que = you (pl) have to

Tiene que = he/she/it has to

Tienen que = they have to

Preterito

AR ER / IRI -é -í

You -aste -iste

He/She/It -ó -ió

We -amos -imos

You (pl) -asteis -isteis

They -aron -ieron

Present tense

ER AR IR

I o o o

You es as es

He/she/it e a e

We emos amos imos

You (pl) eis ais is

they en an en

Eg. Comer → como = I eat Eg. Comer → comemos = We eat

Future tense

I Voy + a

+

infinitive

You Vas

He/she/it Va

We Vamos

You (pl) Vais

they van

Eg. Voy a hacer = I am going to do Eg. Vamos a ir = We are going to go

Conditional tense

I

Infinitive +

Ía

You Ías

He/she/it Ía

We Íamos

You (pl) Íais

they ían

Infinitive = Jugar (to play) Eg. Jugaría = I would play Eg. Jugarías = You would play

Eg. Hablé = I spoke

Eg. Comió = he/she ate

¿Te gusta tu trabajo?Do you like your job?

Key question words

¿Qué? = What?

¿Cuándo? = When?

¿Dónde? = Where?

¿Por qué? = Why?

¿Cómo? = How/what?

¿Quién? = Who?

¿Cuánto/a (s)?= How

much/ How many?

¿Cómo eres?What are you like?

¿en que te gustaríatrabajar?

What would you like towork as?

¿Por qué decidiste ser…?Why did you decide to be

a…?

PRESENT -AR -ER -IR

I -o -o -o

You -as -es -es

He/She/It -a -e -e

We -amos -emos -imos

You all -áis -éis -ís

They -an -en -en

NEAR FUTURE -AR -ER -IR

I Voy

You Vas

He/She/It Va +a +infinitive

We Vamos

You all Vais

They Van

Present tense

ER AR IR

I o o o

You es as es

He/she/it e a e

We emos amos imos

You (pl) eis ais is

they en an en

Eg. Comer → como = I eat Eg. Comer → comemos = We eat

Future tense

I Voy + a

+

infinitive

You Vas

He/she/it Va

We Vamos

You (pl) Vais

they van

Eg. Voy a hacer = I am going to do Eg. Vamos a ir = We are going to go

Conditional tense

I

Infinitive +

Ía

You Ías

He/she/it Ía

We Íamos

You (pl) Íais

they ían

Infinitive = Jugar (to play) Eg. Jugaría = I would play Eg. Jugarías = You would play